Williams & Leith
2/6/15&
STRATEGIC INTERACTIVE WRITING INSTRUCTION (SIWI): SUPPORTING COMMON CORE LITERACY GOALS AND SPEECHLANGUAGE OBJECTIVES Presented by Kelli Williams, M.A., CCC-SLP Katie Leith, M.S.D.E. February 27, 2015
THE LEARNER WILL: !
!
!
!
Review roles and responsibilities of SLP in areas of literacy and written language Identify key components of Strategic and Interactive Writing Instruction (SIWI) and its application to targeting speech-language goals in an authentic experience Discover techniques for establishing skills in morphology, semantics, and syntax through SIWI Understand the importance of using a “language zone” to reach a shared understanding in group writing activities for children with language disorders
HOW DOES SHELBY COUNTY SCHOOLS SERVE CHILDREN WITH A HEARING LOSS? ! Oral ! Total
Communication
! Inclusion ! Self-contained
!
classes vs. Resource
Itinerant services in LEA
1&
2/6/15&
WHAT CHALLENGES ARISE IN AN URBAN SCHOOL DISTRICT? ! Late
identification of hearing loss
! Inconsistent
or no early intervention
! Inconsistent
use or lack of amplification before
school care ! Students
enter school with wide range of language competencies
CURRENT TRENDS & EXPECTATIONS IN EDUCATION ! Educationally ! Education
Relevant
impacted by disability
! Inclusion ! Aligning
goals with Common Core curriculum
HISTORY OF LITERACY & LANGUAGE SKILLS OF STUDENTS WHO ARE D/HH ! Stagnate !
!
reading levels
Half of 17-18 year old D/HH students are reading below a typical hearing student who is beginning the 4th grade (Gallaudet Research Institute, 2003) From age 12 to 21, D/HH students have shown to make only one year of gain in reading comprehension and vocabulary development in that 10-year period (Yoshinga-Itano, Snyder & Mayberry, 1996)
! Written !
Expression
Most D/HH students never acquire a ‘mental grammar’ like hearing children (Jackendoff, 1994) !
Lack of meaningful communication because they have limited access to the language via acoustic input
2&
2/6/15&
HISTORY OF LITERACY & LANGUAGE SKILLS OF STUDENTS WHO ARE D/HH
HISTORY OF LITERACY & LANGUAGE SKILLS OF STUDENTS WHO ARE D/HH D/hh students increase about 1/3 of a gradeequivalent in reading comprehension each year (Gallaudet Research Institute, 2005; Holt, 1993; Wolk & Allen, 1984)
HISTORY OF LITERACY & LANGUAGE SKILLS OF STUDENTS WHO ARE D/HH D/hh students increase about 1/3 of a gradeequivalent in reading comprehension each year (Gallaudet Research Institute, 2005; Holt, 1993; Wolk & Allen, 1984)
Between the ages of 12-22, D/hh students make approx. 1 year of gains in reading comprehension and vocabulary development (Yoshinaga-Itano, Snyder & Mayberry, 1996)
3&
2/6/15&
HISTORY OF LITERACY & LANGUAGE SKILLS OF STUDENTS WHO ARE D/HH D/hh students increase about 1/3 of a gradeequivalent in reading comprehension each year (Gallaudet Research Institute, 2005; Holt, 1993; Wolk & Allen, 1984)
Between the ages of 12-22, D/hh students make approx. 1 year of gains in reading comprehension and vocabulary development (Yoshinaga-Itano, Snyder & Mayberry, 1996)
Between the ages of 8 and 18, d/hh children gain approx. 1.5 years in reading skills (Siegel, 2000)
HISTORY OF LITERACY & LANGUAGE SKILLS OF STUDENTS WHO ARE D/HH D/hh students increase about 1/3 of a gradeequivalent in reading comprehension each year (Gallaudet Research Institute, 2005; Holt, 1993; Wolk & Allen, 1984)
Between the ages of 12-22, D/hh students make approx. 1 year of gains in reading comprehension and vocabulary development (Yoshinaga-Itano, Snyder & Mayberry, 1996)
Between the ages of 8 and 18, d/hh children gain approx. 1.5 years in reading skills (Siegel, 2000) The median reading comp. test score for 17-18 year old D/hh students corresponds to a 4th grade level (Gallaudet Research Institute, 2003)
We&view&development*of*expressive*language&as& necessary&for&literacy&achievement&and&that& persistent&language&delay&among&D/hh&students& is&the&greatest&contributor&to&literacy&struggle.&&&&&
Instruc0on&that&will&make&a&difference&needs&to& be&
4&
2/6/15&
DEVELOPMENT OF SIWI !
!
Dr. Kimberly Wolbers-- Associate Professor of Education of the Deaf and Hard of Hearing in the Department of Theory and Practice in Teacher Education at the University of Tennessee in Knoxville Dr. Hannah Dostal -- Assistant Professor of Literacy Education in the Department of Curriculum and Instruction and a research scientist for the Collaborative on Strategic Education Reform (CSER) at the University of Connecticut
ASHA 2001 !
The rationale for SLPs to play a critical and direct role in the development of literacy for children and adolescents is based on established connections between spoken and written language, including that ! !
!
!
(a)spoken language provides the foundation for the development of reading and writing; (b) spoken and written language have a reciprocal relationship, such that each builds on the other to result in general language and literacy competence, starting early and continuing into adulthood; (c) children with spoken language problems frequently have difficulty learning to read and write, and children with reading and writing problems frequently have difficulty with spoken language; and that (d)instruction in spoken language can result in growth in written language, and instruction in written language can result in growth in spoken language
Strategic
Authentic
Interactive
Driving Principles Metalinguistic & Linguistic
Balanced
Visual Scaffolds
Guided to independent
5&
2/6/15&
SIWI IS COMPRISED OF THREE MAIN COMPONENTS: Strategic instruction rooted in cognitive theories of composing ! Interactive instruction based on sociocultural theories of teaching and learning ! Metalinguistic knowledge and linguistic competence drawn from first and second language acquisition theory. !
!
In addition to these three principles, there are four other sub-principles driving SIWI: ! ! ! !
Authentic Balanced Visual Scaffolds Guided to Independent
COMPONENTS OF SIWI ! STRATEGIC
means explicitly teaching the process of expert writers to students. This may involve the use of word or symbol procedural facilitators. !
Visual Scaffolds means visually representing the writing processes, strategies or skills students are in the process of learning.
COMPONENTS OF SIWI, CONT’D. ! INTERACTIVE
means that students and teacher share ideas, build on each other’s contributions, and cooperatively determine writing actions when engaged in guided writing. !
Guided to independent reflects the different kinds of classroom writing formats from most supported (i.e. group guided writing), to moderately supported (i.e. small group or paired writing) to least supported environment (i.e. independent writing)
6&
2/6/15&
COMPONENTS OF SIWI, CONT’D. ! METALINGUISTIC
KNOWLEDGE AND LINGUISTIC COMPETENCE are the two routes persons have in developing English language ability—learning explicitly and acquiring implicitly. There are opportunities for both in every SIWI lesson. ! !
Balanced represents how attention is given to wordsentence-and discourse-level writing skills. Authentic means that writing activity has a real purpose and audience.
ALIGNMENT TO THE COMMON CORE STATE STANDARDS Instructional time is balanced between discourse-level writing objectives (text structure, organization) and word and sentence level language objectives (verb tense, complex sentences). ! Language ! ! !
Standards
Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use
! Writing ! ! ! !
SIWI
$$
Write&for&a&purpose&to& a&stated&audience=$ authen4c$
Enhance&engagement& Contextualizes&the& learning&of&conven0ons&
Standards
Text types/purposes Production and distribution of writing Research to Build and Present Knowledge Range of Writing
CCSS$ CollegeJ&&&careerJ ready&writers&who&use& a&variety&of:&
Formats&(text&types)& Purposes&
7&
2/6/15&
ALIGNING SPEECH AND LANGUAGE OBJECTIVES TO SIWI !
Repeated practice for articulation skills
!
Morphemes taught in authentic setting
!
Vocabulary developed in authentic context
!
Exposes students to varying syntactical structures
!
!
Activities facilitates practice of pragmatic language skills Allows grouping of advanced and delayed language learners in meaningful activities
CREATING A LANGUAGE ZONE ! D/hh
students’ semantic delays mean they do a lot of word associating and gesturing for nouns ! ! !
Build vocabulary Clarify student’s thoughts Place for all students to come to an understanding
NIP-IT LESSONS AND VISUAL SCAFFOLDS !
Used when an area of need is identified through informal assessments ! ! !
During guided writing activities When evaluating students’ independent writing During teacher reflection
!
Usually after a NIP-IT lesson, a Visual Scaffold is added to the writing area
!
The students learn to look to the Visual Scaffolds when they encounter difficulty during group or independent writing
!
As the skill becomes automatic the Visual Scaffold can be removed.
!
Some teachers create a notebook of Visual Scaffolds for the students to refer to during independent writing.
8&
2/6/15&
EXAMPLES OF VISUAL SCAFFOLDS
MORE EXAMPLES OF VISUAL SCAFFOLDS
VIDEOS OF SIWI IN ACTION
9&
2/6/15&
QUESTIONS?
Title!
Mentor'Text'Recommendation'List! Author! Genre!
!I!Wanna!New!Room!
Orloff!!
Persuasive!
All!the!Water!in!the!World!
Lyon!
Persuasive!!
!Click,!Clack,!Moo:!!Cows!That!Type!
Cronin!
Don’t!Let!the!Pigeon!Drive!the!Bus!
Mo! Willems! Teague!
LaRue!Across!AmericaEEPostcards! from!the!Vacation! Should!I!Share!My!Ice!Cream?!
Persuasive!Letters! within!a!Recount! Persuasive! Persuasive!
Mo! Willems! Orloff! Hoose!
Persuasive! Information!
Davies!
Information!
The!Beginner’s!Guide!to!Running! Away!From!Home!
Huget!
Information!
Clemente!! Ocean!Sunlight:!!How!Tiny!Plants! Feed!the!Seas! Mistakes!that!Worked!
Perdomo! Bang!&! Chisholm! Jones!
Information! Information!
John,!Paul,!George,!and!Ben! Grandpa!Green!
Smith! Lane!Smith!
Information! Recount!
I!Wanna!Iguana! Moodbird:!!A!Year!on!the!Wind! With!the!Great!Survivor!B95! Poop:!!A!Natural!History!of!the! Unmentionable!
Persuasive!
Information!
Trait!
voice,!letter!structure,!opinion,!reasons,! examples! word!choice,!present!tense!verbs,! descriptive!language!(sensory!details,! metaphors),!poetic!elements!(shape,! rhyme,!repetition,!personification)! letter!structure,!opinion!and!reasons,! dialogue,!simple!transitions! reasons,!end!punctuation!
Format/' Level*! PB/K83! PB/PreK83!
PB/PreK83! PB/PreK8K!
opinion,!reasons,!and!examples,!letter! structure,!compound!&!complex! sentences,!varied!sentence!patterns! reasons,!end!punctuation,!adjectives!
PB/PreK83!
clauses!and!complex!Sentences! ideas,!transitions,!varied!sentence! patterns! ideas,!organization!(individual!paragraphs! or!sections),!appositives,!relative!clauses,! compound!&!complex!sentences!! voice,!information!report,!contractions,! complex!sentences,!imperative!sentences,! transitions! voice,!poetic!features,!! word!choice,!structure!(individual!sections! in!‘Notes!about!This!Book’)! compound!&!complex!sentences,! transition!words!&!phrases! transitions! odeas,!transition!words!(related!to!time),!
PB/PreK83! PB/488!
PB/PreK8K!
PB/387! PB/PreK83! PB/185! PB/PreK83! PB/387! PB/PreK82! PB/K84!
REFERENCES !
! !
!
!
!
!
Gallaudet Research Institute. (2003, October 30). Literacy and deaf students. Retrieved August 17, 2005, from http://gri.gallaudet.edu/Literacy/index.html
Jackendoff, R. (1994). Patterns in the mind. New York, NY: Basic Books. Yoshinaga-Itano, C., Snyder, L. S. & Mayberry, R. (1996). How deaf and normally hearing students convey meaning within and between written sentences. Volta Review, ASHA Position Statement (2001): Roles and Responsibilities of SpeechLanguage Pathologists With respect to Reading and Writing, http://www.asha.org/docs/html/PS2001-00104.html Fallon, K and Katz, L. Providing Written Language Services in the Schools: The Time is Now, Language, Speech, and Hearing Services in the Schools, January 2011, Vol.42, 3-17. Mayer,C, Akamatsu, C,Stewart,D. A Model for Effective practice: Dialogic Inquiry With Students who are Deaf. Exceptional Children. Vol. 68, No.4, pp 485-502 Wolbers, K., Dostal, H. & Bowers, L. (2012). “I was born full deaf.” Written language outcomes after one year of Strategic and Interactive Writing Instruction (SIWI). Journal of Deaf Studies and Deaf Education, 17(1), 19-38. doi:10.1093/deafed/enr018 Abstract
10&
STRATEGIC INTERACTIVE WRITING INSTRUCTION (SIWI): SUPPORTING COMMON CORE LITERACY GOALS AND SPEECHLANGUAGE OBJECTIVES Presented by Kelli Williams, M.A., CCC-SLP Katie Leith, M.S.D.E. February 27, 2015
THE LEARNER WILL: !
!
!
!
Review roles and responsibilities of SLP in areas of literacy and written language Identify key components of Strategic and Interactive Writing Instruction (SIWI) and its application to targeting speech-language goals in an authentic experience Discover techniques for establishing skills in morphology, semantics, and syntax through SIWI Understand the importance of using a “language zone” to reach a shared understanding in group writing activities for children with language disorders
HOW DOES SHELBY COUNTY SCHOOLS SERVE CHILDREN WITH A HEARING LOSS? ! Oral ! Total
Communication
! Inclusion ! Self-contained
!
classes vs. Resource
Itinerant services in LEA
1&
2/6/15&
WHAT CHALLENGES ARISE IN AN URBAN SCHOOL DISTRICT? ! Late
identification of hearing loss
! Inconsistent
or no early intervention
! Inconsistent
use or lack of amplification before
school care ! Students
enter school with wide range of language competencies
CURRENT TRENDS & EXPECTATIONS IN EDUCATION ! Educationally ! Education
Relevant
impacted by disability
! Inclusion ! Aligning
goals with Common Core curriculum
HISTORY OF LITERACY & LANGUAGE SKILLS OF STUDENTS WHO ARE D/HH ! Stagnate !
!
reading levels
Half of 17-18 year old D/HH students are reading below a typical hearing student who is beginning the 4th grade (Gallaudet Research Institute, 2003) From age 12 to 21, D/HH students have shown to make only one year of gain in reading comprehension and vocabulary development in that 10-year period (Yoshinga-Itano, Snyder & Mayberry, 1996)
! Written !
Expression
Most D/HH students never acquire a ‘mental grammar’ like hearing children (Jackendoff, 1994) !
Lack of meaningful communication because they have limited access to the language via acoustic input
2&
2/6/15&
HISTORY OF LITERACY & LANGUAGE SKILLS OF STUDENTS WHO ARE D/HH
HISTORY OF LITERACY & LANGUAGE SKILLS OF STUDENTS WHO ARE D/HH D/hh students increase about 1/3 of a gradeequivalent in reading comprehension each year (Gallaudet Research Institute, 2005; Holt, 1993; Wolk & Allen, 1984)
HISTORY OF LITERACY & LANGUAGE SKILLS OF STUDENTS WHO ARE D/HH D/hh students increase about 1/3 of a gradeequivalent in reading comprehension each year (Gallaudet Research Institute, 2005; Holt, 1993; Wolk & Allen, 1984)
Between the ages of 12-22, D/hh students make approx. 1 year of gains in reading comprehension and vocabulary development (Yoshinaga-Itano, Snyder & Mayberry, 1996)
3&
2/6/15&
HISTORY OF LITERACY & LANGUAGE SKILLS OF STUDENTS WHO ARE D/HH D/hh students increase about 1/3 of a gradeequivalent in reading comprehension each year (Gallaudet Research Institute, 2005; Holt, 1993; Wolk & Allen, 1984)
Between the ages of 12-22, D/hh students make approx. 1 year of gains in reading comprehension and vocabulary development (Yoshinaga-Itano, Snyder & Mayberry, 1996)
Between the ages of 8 and 18, d/hh children gain approx. 1.5 years in reading skills (Siegel, 2000)
HISTORY OF LITERACY & LANGUAGE SKILLS OF STUDENTS WHO ARE D/HH D/hh students increase about 1/3 of a gradeequivalent in reading comprehension each year (Gallaudet Research Institute, 2005; Holt, 1993; Wolk & Allen, 1984)
Between the ages of 12-22, D/hh students make approx. 1 year of gains in reading comprehension and vocabulary development (Yoshinaga-Itano, Snyder & Mayberry, 1996)
Between the ages of 8 and 18, d/hh children gain approx. 1.5 years in reading skills (Siegel, 2000) The median reading comp. test score for 17-18 year old D/hh students corresponds to a 4th grade level (Gallaudet Research Institute, 2003)
We&view&development*of*expressive*language&as& necessary&for&literacy&achievement&and&that& persistent&language&delay&among&D/hh&students& is&the&greatest&contributor&to&literacy&struggle.&&&&&
Instruc0on&that&will&make&a&difference&needs&to& be&
4&
2/6/15&
DEVELOPMENT OF SIWI !
!
Dr. Kimberly Wolbers-- Associate Professor of Education of the Deaf and Hard of Hearing in the Department of Theory and Practice in Teacher Education at the University of Tennessee in Knoxville Dr. Hannah Dostal -- Assistant Professor of Literacy Education in the Department of Curriculum and Instruction and a research scientist for the Collaborative on Strategic Education Reform (CSER) at the University of Connecticut
ASHA 2001 !
The rationale for SLPs to play a critical and direct role in the development of literacy for children and adolescents is based on established connections between spoken and written language, including that ! !
!
!
(a)spoken language provides the foundation for the development of reading and writing; (b) spoken and written language have a reciprocal relationship, such that each builds on the other to result in general language and literacy competence, starting early and continuing into adulthood; (c) children with spoken language problems frequently have difficulty learning to read and write, and children with reading and writing problems frequently have difficulty with spoken language; and that (d)instruction in spoken language can result in growth in written language, and instruction in written language can result in growth in spoken language
Strategic
Authentic
Interactive
Driving Principles Metalinguistic & Linguistic
Balanced
Visual Scaffolds
Guided to independent
5&
2/6/15&
SIWI IS COMPRISED OF THREE MAIN COMPONENTS: Strategic instruction rooted in cognitive theories of composing ! Interactive instruction based on sociocultural theories of teaching and learning ! Metalinguistic knowledge and linguistic competence drawn from first and second language acquisition theory. !
!
In addition to these three principles, there are four other sub-principles driving SIWI: ! ! ! !
Authentic Balanced Visual Scaffolds Guided to Independent
COMPONENTS OF SIWI ! STRATEGIC
means explicitly teaching the process of expert writers to students. This may involve the use of word or symbol procedural facilitators. !
Visual Scaffolds means visually representing the writing processes, strategies or skills students are in the process of learning.
COMPONENTS OF SIWI, CONT’D. ! INTERACTIVE
means that students and teacher share ideas, build on each other’s contributions, and cooperatively determine writing actions when engaged in guided writing. !
Guided to independent reflects the different kinds of classroom writing formats from most supported (i.e. group guided writing), to moderately supported (i.e. small group or paired writing) to least supported environment (i.e. independent writing)
6&
2/6/15&
COMPONENTS OF SIWI, CONT’D. ! METALINGUISTIC
KNOWLEDGE AND LINGUISTIC COMPETENCE are the two routes persons have in developing English language ability—learning explicitly and acquiring implicitly. There are opportunities for both in every SIWI lesson. ! !
Balanced represents how attention is given to wordsentence-and discourse-level writing skills. Authentic means that writing activity has a real purpose and audience.
ALIGNMENT TO THE COMMON CORE STATE STANDARDS Instructional time is balanced between discourse-level writing objectives (text structure, organization) and word and sentence level language objectives (verb tense, complex sentences). ! Language ! ! !
Standards
Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use
! Writing ! ! ! !
SIWI
$$
Write&for&a&purpose&to& a&stated&audience=$ authen4c$
Enhance&engagement& Contextualizes&the& learning&of&conven0ons&
Standards
Text types/purposes Production and distribution of writing Research to Build and Present Knowledge Range of Writing
CCSS$ CollegeJ&&&careerJ ready&writers&who&use& a&variety&of:&
Formats&(text&types)& Purposes&
7&
2/6/15&
ALIGNING SPEECH AND LANGUAGE OBJECTIVES TO SIWI !
Repeated practice for articulation skills
!
Morphemes taught in authentic setting
!
Vocabulary developed in authentic context
!
Exposes students to varying syntactical structures
!
!
Activities facilitates practice of pragmatic language skills Allows grouping of advanced and delayed language learners in meaningful activities
CREATING A LANGUAGE ZONE ! D/hh
students’ semantic delays mean they do a lot of word associating and gesturing for nouns ! ! !
Build vocabulary Clarify student’s thoughts Place for all students to come to an understanding
NIP-IT LESSONS AND VISUAL SCAFFOLDS !
Used when an area of need is identified through informal assessments ! ! !
During guided writing activities When evaluating students’ independent writing During teacher reflection
!
Usually after a NIP-IT lesson, a Visual Scaffold is added to the writing area
!
The students learn to look to the Visual Scaffolds when they encounter difficulty during group or independent writing
!
As the skill becomes automatic the Visual Scaffold can be removed.
!
Some teachers create a notebook of Visual Scaffolds for the students to refer to during independent writing.
8&
2/6/15&
EXAMPLES OF VISUAL SCAFFOLDS
MORE EXAMPLES OF VISUAL SCAFFOLDS
VIDEOS OF SIWI IN ACTION
9&
2/6/15&
QUESTIONS?
Title!
Mentor'Text'Recommendation'List! Author! Genre!
!I!Wanna!New!Room!
Orloff!!
Persuasive!
All!the!Water!in!the!World!
Lyon!
Persuasive!!
!Click,!Clack,!Moo:!!Cows!That!Type!
Cronin!
Don’t!Let!the!Pigeon!Drive!the!Bus!
Mo! Willems! Teague!
LaRue!Across!AmericaEEPostcards! from!the!Vacation! Should!I!Share!My!Ice!Cream?!
Persuasive!Letters! within!a!Recount! Persuasive! Persuasive!
Mo! Willems! Orloff! Hoose!
Persuasive! Information!
Davies!
Information!
The!Beginner’s!Guide!to!Running! Away!From!Home!
Huget!
Information!
Clemente!! Ocean!Sunlight:!!How!Tiny!Plants! Feed!the!Seas! Mistakes!that!Worked!
Perdomo! Bang!&! Chisholm! Jones!
Information! Information!
John,!Paul,!George,!and!Ben! Grandpa!Green!
Smith! Lane!Smith!
Information! Recount!
I!Wanna!Iguana! Moodbird:!!A!Year!on!the!Wind! With!the!Great!Survivor!B95! Poop:!!A!Natural!History!of!the! Unmentionable!
Persuasive!
Information!
Trait!
voice,!letter!structure,!opinion,!reasons,! examples! word!choice,!present!tense!verbs,! descriptive!language!(sensory!details,! metaphors),!poetic!elements!(shape,! rhyme,!repetition,!personification)! letter!structure,!opinion!and!reasons,! dialogue,!simple!transitions! reasons,!end!punctuation!
Format/' Level*! PB/K83! PB/PreK83!
PB/PreK83! PB/PreK8K!
opinion,!reasons,!and!examples,!letter! structure,!compound!&!complex! sentences,!varied!sentence!patterns! reasons,!end!punctuation,!adjectives!
PB/PreK83!
clauses!and!complex!Sentences! ideas,!transitions,!varied!sentence! patterns! ideas,!organization!(individual!paragraphs! or!sections),!appositives,!relative!clauses,! compound!&!complex!sentences!! voice,!information!report,!contractions,! complex!sentences,!imperative!sentences,! transitions! voice,!poetic!features,!! word!choice,!structure!(individual!sections! in!‘Notes!about!This!Book’)! compound!&!complex!sentences,! transition!words!&!phrases! transitions! odeas,!transition!words!(related!to!time),!
PB/PreK83! PB/488!
PB/PreK8K!
PB/387! PB/PreK83! PB/185! PB/PreK83! PB/387! PB/PreK82! PB/K84!
REFERENCES !
! !
!
!
!
!
Gallaudet Research Institute. (2003, October 30). Literacy and deaf students. Retrieved August 17, 2005, from http://gri.gallaudet.edu/Literacy/index.html
Jackendoff, R. (1994). Patterns in the mind. New York, NY: Basic Books. Yoshinaga-Itano, C., Snyder, L. S. & Mayberry, R. (1996). How deaf and normally hearing students convey meaning within and between written sentences. Volta Review, ASHA Position Statement (2001): Roles and Responsibilities of SpeechLanguage Pathologists With respect to Reading and Writing, http://www.asha.org/docs/html/PS2001-00104.html Fallon, K and Katz, L. Providing Written Language Services in the Schools: The Time is Now, Language, Speech, and Hearing Services in the Schools, January 2011, Vol.42, 3-17. Mayer,C, Akamatsu, C,Stewart,D. A Model for Effective practice: Dialogic Inquiry With Students who are Deaf. Exceptional Children. Vol. 68, No.4, pp 485-502 Wolbers, K., Dostal, H. & Bowers, L. (2012). “I was born full deaf.” Written language outcomes after one year of Strategic and Interactive Writing Instruction (SIWI). Journal of Deaf Studies and Deaf Education, 17(1), 19-38. doi:10.1093/deafed/enr018 Abstract
10&
